Sponsored by the Institute for Educational Inquiry How are students going to function effectively in a democratic society? This collection of original essays outlines the critical role of our schools in helping create the conditions necessary for a democracy--and helping create in students the characteristics or dispositions critical to maintaining a democracy.
Developing Cultures: Essays on Cultural Change is a collection of 21 expert essays on the institutions that transmit cultural values from generation to generation. The essays are an outgrowth of a research project begun by Samuel Huntington and Larry Harrison in their widely discussed book Culture Matters the goal of which is guidelines for cultural change that can accelerate development in the Third World. The essays in this volume cover child rearing, several aspects of education, the world's major religions, the media, political leadership, and development projects. The book is companion volume to Developing Cultures: Case Studies.(0415952808).
John I. Goodlad has been an unflagging voice for humanistic ideals in education for more than six decades and has helped reframe the modern discourse on the role and function of schools. For Goodlad the goal of public education is to help children become free and full participants in a democratic society by instilling them with a love of learning and a sense of civic responsibility—goals that are incompatible with our present system of schooling that teaches to standardized tests. In Romances with Schools, John Goodlad steps out from behind the public persona of distinguished scholar and advocate for public schooling to offer a moving personal account of a life devoted to educating the young. He deftly interweaves fascinating personal details with reflections on many of the larger issues in education that he has explored throughout his career. John’s early encounters with formal schooling began just before the Great Depression in Canada with the humble North Star School. From there we are taken through sixty-plus years in education, starting with John’s first teaching job as the sole instructor of a one-room schoolhouse through his years as an education activist, dean of the UCLA Graduate School of Education, and national voice for educational renewal. Along the way, he treats us to vivid characterizations of the men, women, and above all, children who shaped him as a person and inspired his thinking on education. Romances with Schools is both a poignant memoir and a persuasive argument for the need to renew public education to fit the demands of a free society. Stephen Goodlad, John’s son, has written a moving Prologue to the book that provides behind-the-scenes insight into John’s life. An Epilogue by Roger Soder, a long-time colleague, places John’s work of school renewal in the context of political change.
Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators. The Handbook of Research on Teacher Education was initiated to ferment change in education based on solid evidence. The publication of the First Edition was a signal event in 1990. While the preparation of educators was then – and continues to be – the topic of substantial discussion, there did not exist a codification of the best that was known at the time about teacher education. Reflecting the needs of educators today, the Third Edition takes a new approach to achieving the same purpose. Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition: stimulates a broad conversation about foundational issues brings multiple perspectives to bear provides new specificity to topics that have been undifferentiated in the past includes diverse voices in the conversation. The Editors, with an Advisory Board, identified nine foundational issues and translated them into a set of focal questions: What’s the Point?: The Purposes of Teacher Education What Should Teachers Know? Teacher Capacities: Knowledge, Beliefs, Skills, and Commitments Where Should Teachers Be Taught? Settings and Roles in Teacher Education Who Teaches? Who Should Teach? Teacher Recruitment, Selection, and Retention Does Difference Make a Difference? Diversity and Teacher Education How Do People Learn to Teach? Who’s in Charge? Authority in Teacher Education How Do We Know What We Know? Research and Teacher Education What Good is Teacher Education? The Place of Teacher Education in Teachers’ Education. The Association of Teacher Educators (ATE) is an individual membership organization devoted solely to the improvement of teacher education both for school-based and post secondary teacher educators. For more information on our organization and publications, please visit: www.ate1.org
Innovations in Economic Education addresses the growing issue of financial illiteracy by showing how economics can be successfully integrated into classrooms from kindergarten through higher education. Pre-service teachers, experienced educators, curriculum leaders, parents, and school administrators will find practical ideas to improve economic understanding. At the elementary level, the book provides creative ways of introducing young students to the basic concepts of economics, financial justice, and social action. For higher grade levels, the book offers ideas to integrate economics into current history, civics, and math curricula. The final portion of the book features recommendations by leading economic educators on how economics can play a greater role in teachers’ professional development. The pedagogical tools presented in each chapter include lesson plans and practical insights, and are designed to meet the NCSS, C3 Framework, and Common Core State Standards for Social Studies. This book is a timely and valuable resource for all educators interested in improving their students’ economic literacy and financial decision-making.
The SAGE Handbook of Curriculum and Instruction is the first book in 15 years to comprehensively cover the field of curriculum and instruction. Editors F. Michael Connelly, Ming Fang He, and JoAnn Phillion, along with contributors from around the world, synthesize the diverse, real-world matters that define the field. This long-awaited Handbook aims to advance the study of curriculum and instruction by re-establishing continuity within the field while acknowledging its practical, contextual, and theoretical diversity. Key Features Offers a practical vision of the field: Defines three divisions—school curriculum subject matter, curriculum and instruction topics and preoccupations, and general curriculum theory. Presents the breadth and diversity of the field: A focus on the diversity of problems, practices, and solutions, as well as continuity over time, illustrates modern curriculum and instruction while understanding historical origins. Gives an evolutionary rather than a revolutionary focus: Offers a new way of interpreting the history of curriculum studies, which connects past, present, and future, leading to more productive links between practice, policy, and politics. Intended Audience This Handbook contributes to stronger ties between school practice, public debate, policy making, and university scholarship, making it a valuable resource for professors, graduate students, and practitioners in the field of education. It is an excellent choice for graduate courses in Curriculum and Instruction, Curriculum Theory and Development, Curriculum Studies, Teacher Education, and Educational Administration and Leadership. List of Contributors Mel Ainscow Kathryn Anderson-Levitt Rodino Anderson Michael Apple Kathryn Au William Ayers Rishi Bagrodia Cherry McGee Banks Nina Bascia Gert Biesta Donald Blumenfeld-Jones Patty Bode Robert E. Boostrom Keffrelyn D. Brown Elaine Chan Marilyn Cochran-Smith Carola Conle F. Michael Connelly Geraldine Anne-Marie Connelly Alison Cook-Sather Cheryl J. Craig Larry Cuban Jim Cummins Kelly Demers Zongyi Deng Donna Deyhle Elliot Eisner Freema Elbaz Robin Enns Frederick Erickson Manuel Espinoza Joe Farrell Michelle Fine Chris Forlin Jeffrey Frank Barry Franklin Michael Fullan Jim Garrison Ash Hartwell Ming Fang He Geneva Gay David T. Hansen Margaret Haughey John Hawkins David Hopkins Stefan Hopmann Kenneth Howe Philip Jackson Carla Johnson Susan Jurow Eugenie Kang Stephen Kerr Craig Kridel Gloria Ladson-Billings John Chi-kin Lee Stacey Lee Benjamin Levin Anne Lieberman Allan Luke Ulf Lundgren Teresa L. McCarty Gary McCulloch Barbara Means Geoffrey Milburn Janet Miller Sonia Nieto Kiera Nieuwejaar Pedro Noguera J. Wesley Null Jeannie Oakes Lynne Paine JoAnn Phillion William F. Pinar Margaret Placier Therese Quinn John Raible Bill Reese Virginia Richardson Fazel Rizvi Vicki Ross Libby Scheiern Candace Schlein William Schubert Edmund Short Jeffrey Shultz Patrick Slattery Roger Slee Linda Tuhiwai Smith Joi Spencer James Spillane Tracy Stevens David Stovall Karen Swisher Carlos Alberto Torres Ruth Trinidad Wiel Veugelers Ana María Villegas Sophia Villenas Leonard Waks Kevin G. Welner Ian Westbury Geoff Whitty Shi Jing Xu
School Improvement that lasts: find out how with this masterful guide! Common Core requirements, merit-based pay, new teacher evaluations, project-based learning-21st century learning is a demanding and rapidly changing landscape. Advance from overwhelmed to empowered with the third edition of Alan M. Blankstein's Failure Is Not an Option®, used by more than 350,000 educators to create schools that sustain success for every student. New case studies and field-tested techniques uncover indispensable insights into successful school change. Develop high-performing leadership teams through Powerful engagement strategies and capacity-building questions to help staff and students leverage what's working and target measurable goals, New real-world examples to help stakeholders maintain collaborative cultures in the face of new teacher evaluations and merit pay, sustain successful RTI and Common Core initiatives, thrive in diverse settings, and promote community engagement, New tools, forms, and video segments on a companion website Use this handbook to discover what makes results-oriental, enduring school improvement models work! Book jacket.
School District Leadership Matters challenges policy makers, administrators, and academics in the field of educational leadership to reassess their traditional approaches to learning, working, and planning. The authors believe that government restructuring, standards-based reforms, and centrally imposed strategic planning have been painfully ineffective. As a consequence, student learning has become increasingly superficial and inauthentic. This book bridges the traditional divide between the generalizations of social science theory on the one hand and the world of educational practice on the other. It argues that a more promising approach to education reform is through effective school district leadership. Sheppard, Brown and Dibbon draw on their collective experience both as educational leaders and researchers of leadership, having spent five years researching and working in one school district. Here, they show how a district superintendent can successfully navigate the paradoxes and challenges of facilitating collaborative leadership in a school district with a traditionally hierarchical organizational structure. As a conclusion to their work, the authors highlight what they call five ‘recognitions’ that deepen readers’ understanding of school district leadership. They illuminate, too, ways that senior level practitioners can apply theory to practice in order to break down the traditional hierarchical bureaucracies that inhibit learning, and create professional learning communities. School District Leadership Matters urges researchers, graduate students, practitioners, and policymakers to focus on improving authentic learning for all students and argues that the best hope rests with effective school district leadership. This empirically-based yet practical book provides new insights and questions for academic researchers and will inspire policy makers and practitioners to imagine what could be and to work towards it.
Featuring a group of expert contributors, this book details the complexities of not only preparing teachers for the classroom but also helping them to succeed in the profession itself. Addressing topics of vital importance to new and veteran teachers, this authoritative volume: Explains how to build a strong sense of self to help teachers weather the inevitable storms they face in the field, such as state mandates, district directives, and parental pressures. Investigates highly regarded programs for new teachers, analyzing orientations, seminars, and mentorship programs. Discusses how to bring together stakeholders to renew teacher preparation, induction, and professional development.Addresses the crucial role of teacher unions and how they are helping to make teaching a more attractive career. And much, much more. Contributors: Richard E. Barnes, Sheldon Berman, Sharon Feiman-Nemser,Thomas Gillett, John I. Goodlad, Paul E. Heckman, Daniel Katz, Corinne Mantle-Bromley, Nancy Jean Sahling, Roger Soder, Adam Urbanski, Patricia A. Wasley, Betty Lou Whitford, Richard Wisniewski “These thoughtful and provocative essays contribute to our understanding of ways to renew and sustain good teaching. Anyone interested in matters of teacher induction, professional development, college–school partnerships, and the role of higher education in teacher development will find these essays a necessary read.” —David G. Imig, President and CEO, American Association of Colleges for Teacher Education “John Goodlad and Timothy McMannon have captured many of the issues state board members are grappling with as they pursue the goal to have a highly qualified teacher in every classroom, every day. As states track and modify policies on program approval, licensure, recruitment, and retention, this work will help to inform their deliberations.” —Brenda Welburn, Executive Director, National Association of State Boards of Education
Learning in Places is a concerted effort undertaken by an outstanding group of international researchers to create a resource book that can introduce academic, professional and lay readers to the field of informal learning/education and its potential to transform present educational thinking. The book presents a wealth of ideas from a wide variety of disciplinary fields and methodological approaches covering multiple learning landscapes - in museums, workplaces, classrooms, places of recreation - in a variety of political, social and cultural contexts around the world. Learning in Places presents the most recent theoretical advances in the field; analyzing the social, cultural, political, historical and economical contexts within which informal learning develops and must be critiqued. It also looks into the epistemology that nourishes its development and into the practices that characterize its implementation; and finally reflects on the variety of educational contexts in which it is practiced.
